Achieving Education for All: A Comparative Study of Educating Disabled Children in the UK and China

Abstract

Educating disabled children is a vital part to reach universal education, as well as social equality and justice. This study conducts a comparative analysis of inclusive education policy practices for disabled children in the UK and China. The research investigates the policies employed in both countries to provide equitable educational opportunities for disabled students. Key similarities and differences in the two systems are identified, involving how cultural, societal, and policy factors influence the design and effectiveness of inclusive education. The research findings indicate that while the UK emphasizes inclusive practices and individualized support, China focuses on integration within mainstream classrooms. Challenges were observed in both systems, including a lack of professional training and teacher resources. By comparing and evaluating successful strategies, though from the lens of human development, students in China may benefit more from the UK’s inclusive policy, however, policy needs to be localized to combat country-specific barriers such as low social acceptance. This research contributes to the global discourse on inclusive education, facilitating cross-cultural learning and policy enrichment to ensure all children regardless of disability receive an equitable and quality education.